Zihin Engelliler Öğretmen Adaylarının Öğretmenlik Uygulaması Dersine ve Uygulama Okullarına İlişkin Beklentilerinin Belirlenmesi

Abstract

Öz. Bu çalışmanın amacı, özel eğitim öğretmen adaylarının Öğretmenlik Uygulaması dersine ve dersin yürütüldüğü uygulama okullarına ilişkin beklentilerinin belirlenmesidir. Çalışmada durum çalışması deseni kullanılmıştır. Çalışmaya, zihin engeliler öğretmenliği programına devam eden ve Öğretmenlik Uygulaması I dersini alan 75 özel eğitim öğretmen adayı katılmıştır. Veriler, açık-uçlu sorulardan oluşmuş, yarı-yapılandırılmış bir görüşme formu kullanılarak toplanmıştır. Verilerin analizinde içerik analiz kullanılmıştır. Değerlendiriciler arası güvenirlik ortalama %97 bulunmuştur. Bulgular, öğretmen adaylarının Öğretmenlik Uygulaması dersiyle ilgili beklentilerinin, dersin amacı, içeriği, işlenişi ve değerlendirmesiyle tutarlı olduğunu ortaya koymaktadır. Öğretmen adaylarının dersin öğretim elemanından hem mesleki hem de kişisel beklentileri olduğu görülmektedir. Öğretmen adayları ayrıca, dersin yürütüldüğü uygulama okullarına ilişkin hem fiziksel hem de sosyal beklentilere; uygulama okulundaki personele ilişkin ise hem mesleki hem de kişisel beklentilere sahiptir. Çalışmanın bulguları, uygulamalara ve ileriki araştırmalara ilişkin öneriler açısından tartışılmıştır.

Investigation of Special Education Department Research Assistants' Perceptions of Teaching Practice Course

“…In addition, it was stated by the students that the practice kit used during the special education teaching practice is appropriate in its current form. There were no findings regarding the lack of time (Yücesoy-Özkan et al, 2019). The finding that the practice kit obtained in this study has planning and feedback functions is similar to the finding of Yücesoy-Özkan et al ( 2019) that the practice kit facilitates the planning and implementation of teaching methods and techniques.…”

“…The findings regarding the roles assumed by the research assistants during the implementation process indicate that there are differences among the research assistants in terms of conducting and grading the teaching practicum and that their opinions were not considered in the creation and execution of the content of the teaching practicum course; however, conducting the course contributed to their professional development by teaching them skills such as making quick decisions, taking the initiative, and collaborating with others. In the literature, the studies on this issue generally focused on the opinions of intern students or teachers and did not include the opinions of the instructors who conducted the teaching practice (Alptekin & Vural, 2014;Doğan & Güven, 2021;Özen et al, 2009;Polat, et al, 2020;Yıldırım-Yakar et al, 2021;Yücesoy-Özkan et al, 2019). In the studies conducted with intern students, it was found that some lecturers have positive characteristics such as being highly communicative, providing feedback, helping and understanding.…”

“…While preparing this form, the content of the teaching practice course of the VII and VIII semesters of special education teaching, including the practice kit, student files, materials, grading system, and what the students do in the teaching practice schools, were examined. In addition, the studies on this topic in the literature were examined in terms of data collection tools, findings, results and recommendations (Alptekin & Vural, 2014;Dedeoğlu et al, 2004;Doğan & Güven, 2021;Özen et al, 2009;Polat, et al, 2020;Yıldırım-Yakar et al, 2021;Yıkmış et al, 2014;Yücesoy-Özkan 2019 et al,). Based on the analyses, interview topics were constructed.…”

“…The teacher training process in pre-service education consists of many steps such as general culture, teaching professional knowledge, field education courses and teaching practice is among the basic steps (Kavcar, 2002). The teaching practicum course is the experience step of the education process in which theoretical knowledge is transferred to the real environment and results in teaching (Paker, 2008;Yücesoy-Özkan et al 2019). The teaching practice course aims for pre-service teachers to provide professional development, prepare materials and use them most accurately, and develop their evaluation skills (YÖK, 1999).…”

Improving the Teacher Training Process in Special Education: An Action Research

“…Teaching practice involves applying the theoretical knowledge gained during undergraduate education to a real-life teaching environment. It is essentially the process of preparing for and gaining experience in teaching, culminating in actual teaching experience (Paker, 2008;Yücesoy Özkan et al, 2019). Developing evaluation skills involves self-inquiry, identifying gaps in knowledge and skills, becoming aware of one's own teacher identity, and developing reflective thinking skills through participation in a teaching practice course (Collier, 1999;Freese, 1999;McDuffie, 2004;Poulou, 2007).…”